Indices and manifestations of quality in undergraduate education are considered and a four-part framework is developed. Context indices represent institutional characteristics that remain relatively stable over time (e.g., expenditures per student and size of student body), while input indices reflect characteristics of entering students (e.g., ability and aspirations). Manifestations of quality are evidenced by involvement and outcome indices; the former characterize interactions between and among students and faculty, such as satisfaction and frequency of contact, and the latter reflect intended products or unintended effects associated with college attendance, such as persistence, academic achievement, and alumni attainments. Commonly used context indicators of quality include size (number of undergraduate students), clarity and consistency of institutional purpose, student living environments, salaries, and decision-making strategies. The following input indices have been used to indicate quality: student ability, biographical characteristics of students, and nonintellective characteristics. Commonly used involvement indices have been instructional activities and informal student teacher interaction. The most often used outcome indices as manifestations of quality have included persistence, student achievement, intellectual and social/emotional development of students, and alumni achievements. Both quantitative and qualitative methodological approaches to quality assessment and societal trends influencing the need for quality indicators are briefly reviewed. These trends include declining enrollments and financial constraints. A bibliography is appended. (SW)

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